Rhonda

Course Description:


Nursing Course 101 introduces and prepares the students to meet the nursing objectives as well as assists them in recognizing the needs of the geriatric population. The focus will also address teamwork, effective communication and the delivery of basic health care in a professional and compassionate manner.
Step One: Situational
Specific Context of the Teaching and Learning Situation:
I have a cohort of nine first quarter Practical Nursing students who anticipate graduation in June 2013. This is a lower division preliminary course, which outlines the basic nursing criteria preparing the students to understand the concept for advanced education as a Licensed Practical Nurse. The class is in session two days a week with six-hour days, and is taught in conjunction with clinical labs two days a week. This course will be taught in a variety of ways in order to meet the diverse needs of the students: Classroom Instruction, Interactive Video, Online Angel, Group Presentations and Clinical Labs.


Expectations of External Groups:
Student nurses are expected to abide by the standards of practice that our nursing profession dictates. The cornerstone of our oath clearly specifies: honesty, integrity, compassion and professionalism in all aspects of patient care. It the responsibility not only of the educational establishment, but also of the instructors to teach the material in a fashion that is palatable and conducive to integrative medicine incorporating a holistic approach. The objective is to produce well-informed Licensed Practical nurses who will pass their state boards, and work safely and effectively in the nursing profession.


Nature of the Subject:
Nursing requires meeting core values that dictate the standards of practice, however this field is continually evolving and demands thinking outside of the box, using critical thinking skills, intuition as well as clinical competency to adequately assess and deliver quality patient care. This field of study is relatively stable, however with the ever-changing technology, and advancements in health care delivery, we must be stay current in order to maintain cutting edge mentality.


Characteristics of the Learners:
Bonding between students create a cohesive cohort, however considering these particular students are only part-time they carry a variety of external demands which includes family, and employment responsibilities which could potentially affect their bonding experience. These students range in age from 18 to 55. Considering this wide age span, there are diverse life experiences, which also enter into this equation. They have a variety of work experiences ranging from CNA, MAs, and other clinical positions. Their personal life also adds richness to their level of knowledge, as many have special needs children or aging parents. It is not uncommon for those who enter this profession to have personal life experiences that have inspired them to give back to others that fulfills a need in them. This combination of maturity and personal momentum is the making of an excellent nurse. These students are anticipating professional growth, personal gratification and a rewarding career in nursing. Learning styles vary depending on personal preference ranging from tactile, visual, auditory and experiential.


Characteristics of the Teacher:
As a nursing instructor I have been in this profession in various capacities for at least twenty years. Having a diverse and eclectic professional career in teaching and patient delivery has enriched my attitude and has created a thirst for knowledge. It is important to stay competitive in the field of nursing care. It is vital that I remain current and age appropriate to meet the diverse needs of my students. I have a passion for the new nurses entering this professional and I pride myself in modeling compassion, professionalism, and respect for them to use as they move through their process of providing excellent patient care. I have been a nursing instructor for eight years, and it is my intent to continue in this profession following the best practices at all times. I have worked as a Registered Nursing instructor and believe it has complemented my position as an LPN instructor. I have observed both teaching and learning styles and through my own process have been able to converge these two perspectives to offer what I feel is the most complimentary method necessary to be a quality nursing instructor.


Special Pedagogical Challenge:
It is interesting how the past assumptions about nursing care carries forth into the present time. Students come into this profession with a skewed view defining the responsibilities of a nurse. For example: the idea that nurses are responsible for administering medications, and providing medical care only, is far from reality. Quality nursing requires overlap from a variety of medical providers, excellent dialogue and professional charting in order to provide safe patient care. Nursing is a field that has finally evolved to the point of encompassing all aspects of psychosocial interactions. From the first patient contact, and family interactions through the point of discharge a nurse must be aware of all non-verbal and verbal communication styles, and be able to effectively communicate. Nursing requires many aspects of patient care and it can be as simple as listening to the emotional concerns of the patient and family while helping them incorporate their future needs.


Other Relevant Questions and Answers:
How can I as a professional instructor diplomatically eliminate or fail a nursing student who is not performing up to the standards required for this class according to the Student Handbook? If I have determined that the student is inadequately prepared to work in this profession, has not completed the coursework at the level required to pass the class or the State Board Exam, is unable to perform in clinical lab practices and/or has a personal issue that is interfering with the other students and with the time that I have allocated to teach this course, what is my recourse without back lash and fear of reprisal from my peers and potential legal ramifications?


Learning Goals, Fink’s Taxonomy:


Foundational Knowledge:
Nursing care requires a special focus upon all aspects of medical care. Including but not limited to the delivery of geriatric care, and communication, as well as a foundational knowledge and assessment of integumentary, musculoskeletal, endocrine, genitourinary, gastrointestinal, cardiovascular, surgical asepsis, and respiratory issues. Each exam requires a passing score of 80% in order to advance to the next section of the course.
Application:
Clinical skills must be mastered in the lab prior to having patient contact.
Integration:
Create a plan of care for the patient based upon collaboration between health care providers, accurate assessment of these needs, communication with patient and family, and be able to adjust these needs as seems fit based upon the patient’s evaluation.


Human Dimension:
This requires communication, effective group process, base of knowledge and ability to share with peers, evaluation from various perspectives, brainstorming, as well as being respectful of personal boundaries of self and others.


Caring:
Demonstrating cultural competency, compassion, and empathy, using therapeutic communication techniques, and honoring spiritual preferences, commitment to providing the best quality of care.


Learning How to Learn:
Use effective problem solving techniques and decisions based on knowledge acquired in classroom lecture and clinical lab settings. Demonstrates clinical competency using professional communication with peers, educators, patients and health care providers. Be eager to seek out learning opportunities to advance skills and be resourceful in doing do.



2/5/2012 Rhonda M Gray
FEEDBACK AND ASSESSMENT
FORWARD LOOKING ASSESSEMENT

It is my expectation that each of my students will have a more basic understanding of the theoretical nursing constructs needed to care for an aged adult in the extended care setting. Students will also be able to function safely when delivering care to their patients as evidenced by:

• Utilize techniques of therapeutic communication
• Share knowledge in groups with peers
• Communicate effectively as a member of a peer group
• Exhibit respect for cultural and spiritual beliefs of others
• Recognize personal boundaries of self and others
• Adequately be prepared for class and group activities
• Seek learning opportunities with limited guidance

CRITERIA AND STANDARDS

• Pass written exams @ 80%
• Pass lab evaluations for specific procedures necessary to deliver care
• Do return demos in time allotted per syllabus requirements.

3. In relation to the standards set for the course the student has done and exceptionally high level of work. independently and needs minimal supervision. Achieved all competencies
2. In relation to the standards set for this course, the student has significantly exceeded the average level of work. Student is safe and accurate and needs limited supervision with occasional physical and verbal direction. Achieved all competencies and exceeds that average level of work/skills
1. In relation to the standards set for this course, the student accomplished and average level of work. Student is generally safe and accurate and needs close supervision as well as frequent physical and verbal direction
0. In relation to the standards set for the course, the student did not do average work. There was questionable safety and accuracy. Student needs continuous physical or verbal directions and does not meet the minimum level of competencies nor do an average level of work or skills



SELF ASSESSMENT

• Students will evaluate themselves after each clinical rotation
• Students will write a reflective journal and give feedback as to how they may have handled a situation differently as a result of their learning experience.

FIDeLity

• Time is set aside at the end of each class to collect feedback on how the students felt the day progressed as well as any thoughts as to how we might do things differently
• Feedback is welcomed and used as a tool to incorporate new learning techniques in the classroom.
• Other instructors feedback is sought out in order to enhance and improve my own style of teaching

CLINICAL SELF EVALUATION
Student Name: Clinical Week #Date of Clinical:

	STUDENT COMMENTS:		FACULTY COMMENTS
	YOUR STRENGTHS	YOUR WEAKNESSES AND REMEDY TO IMPROVE
ASSESSMENT: Prepares each patient profile by gathering complete information as assigned. Defines medical diagnosis, surgical procedures, diagnostic tests, treatments, medications, physical assessment.
NURSING DIAGNOSIS(es): Identifies physiological and psychosocial problems, correctly categorizes data, prioritizes problems, links problems and labels diagnoses.
PLANNING: Comes prepared to clinical with goals, objectives, and interventions; and states rationales for interventions. Collaborates with staff, faculty, and students in planning coordinated nursing care. Participates in clinical pre and post conferences.
IMPLEMENTATION: Safely performs procedures and medication administration. Organizes time, works in an organized manner, and gets core completed on time. Uses therapeutic communication techniques. Interacts effectively with staff, faculty, and other students.
Patient EVALUATION: Assess patient’s progress toward objectives and responses to nursing interventions and modifies the plan as needed. Informs the primary nurse and faculty immediately regarding any changes in the patient’s condition or when any problems are encountered.
Self-EVALUATION: Seeks out experiences, knows limitations, seeks guidance when needed, accepts constructive criticism, and recognizes mistakes and takes actions to correct them.
DOCUMENTATION: Documents accurately, concisely, completely, and in a timely manner. Consults faculty and primary nurse before documenting abnormal findings. Follows agency policies regarding documentation.
PROFESSIONAL QUALITIES: Follows standards of care and code of ethics, follows the dress code and all policies of the nursing program regarding clinical conduct. Is always on time and comes with prepared care plan.

CREATING SIGNIFICANT LEARNING STEP 4
EXPERIENCES

• Student Presentation
• Flip Videos student make and review
• Lab Demonstrations-return demo-
• Clinical Practice with Return Demonstrations
• Guest Speakers who are experts on topics
• Interactive games
• Quizlet making flashcards
• Clinical

INFORMATION AND IDEAS

• Textbooks
• Power point presentations
• Internet
• ATI –testing-video clips-test review
• Lab
• Clinical Sites
• Angel Platform
• Quizlet – flash cards- reviewing

REFLECTION

• Post conference
• Group discussion after exam
• Reflective journals
• Evaluations after presentations
• Group peer evaluations
• Flip videos for review

V-Component Parts Integration, Feb 25,2012

Learning Goals	Feedback and Assessment	Teaching and Learning Activities
Foundational KnowledgeUnderstand the basics concepts of effective nursing care by means of implementing the nursing process, through effective communication, problem solving, demonstrating understanding of role in the health care delivery system	Background knowledge probe Written exam Lecture Quiz Angel Reading/Writing Assignments Computer module quizzes Instructor assessment Lab exercise summaries	Interactive Lectures small group Quiz Games Case study Presentations Assigned readings Guest speakers Lab activities/practice Technologies Institute (ATI) data: Lecture/Large Group Discussion- Internet Links/Assignments: Practice Quizzes:
ApplicationDemonstration of all skilled must be checked off and shown competencies prior to going out to work or do clinical in the industry.Apply knowledge and skills safely in the clinical setting.	Students are required to demonstrate unit specific clinical skills, i.e. Foley catheter care, suction care, safe administration of medications, effective communications and competencies prior to attending clinical rotations and performing skills on actual patients .Students will be observed by instructor as well as nursing staff on the floor prior to being able to do certain procedures on their own.	Quiz Simulating Online video and text review using Assessment Technologies Institute (ATI) data Lab Practice Clinical Site Practice Case Studies
Integration Student able to take learned course principles and apply them when interacting with patients and nursing staff. Student able to see how nursing interventions play important role in patient outcomes and update plan of care accordingly. Discovering the benefits and rewards of patient satisfaction and a job well done.	Review of desired outcome Pre-conference Pep talk Checking for readiness Appropriate patient info/prep work done Review rubric for expected outcomes Background knowledge probe Written exam Lecture Quiz Angel Reading/Writing Assignments Computer module quizzes Instructor assessment Lab exercise summaries	Clinical Assignments Pre and Post conference Reflection journal Instructor demo Group discussion Question / answer Individual conferences
Human Dimension Becoming more aware of one’s own environment to the degree one is able to assess needs of the individual/family/setting that would make it safer and conducive to the healing of emotion and physical needs to take place. Being an educator and knowing recourses available Becoming an expert in your field and functioning safely Recognizes personal boundaries and respects boundaries of self and others Able to communicate effectively and understand when others are communicating	Review of desired outcome Pre-conference Pep talk Checking for readiness Appropriate patient info/prep work done Review rubric for expected outcomes Background knowledge probe Written exam Lecture Quiz Angel Reading/Writing Assignments Computer module quizzes Instructor assessment	Interactive Lectures small group Quiz Games Case study Presentations Assigned readings Guest speakers Lab activities/practice Technologies Institute (ATI) data: Lecture/Large Group Discussion- Internet Links/Assignments: Practice Quizzes:
Caring Looks for ways to help patients and family deal with the situations that might otherwise be difficult to deal with. Using integrity and honestly in all aspects of care and having this evidenced by feedback from staff/family/evaluations Student utilizes techniques of therapeutic communication Has respect for cultural diversity and respects background and beliefs of others Takes pride in their profession and is committed to improvement throughout their career.	- Observation by instructor/staff/peers/family Assessments/instructor Self-assessmentpost clinical Reflection/journal Individual conference Return assignments	Quiz Simulating scenarios in lab Online video and text review using Assessment Technologies Institute (ATI) data Lab Practice Clinical Site Practice Case Studies Feedback from pt/family/staff via evaluation forms
Learning How To Learn Able to critically think their way through any given situation. Able to reflect back on a previously mastered skill and safely demonstrate competence independently Seeks learning opportunities while in the clinical setting Knowing recourses Being confident and assertive in order to get the most out of their learning experience. Not being afraid to ask questions but knowing where to look first	Review of desired outcome Pre-conference Pep talk Checking for readiness Appropriate patient info/prep work done Review rubric for expected outcomes Background knowledge probe Written exam Lecture Quiz Angel Reading/Writing Assignments Computer module quizzes Instructor assessment Observation by instructor/staff/peers/family Assessments/instructor Self-assessmentpost clinical Reflection/journal Individual conference Return assignments Quiz Simulating	Online video and text review using Assessment Technologies Institute (ATI) data Lab Practice Clinical Site Practice Case Studies Feedback from pt/family/staff via evaluation forms
Continued Learning Being aware of resources Able to independently function when necessary Seek learning opportunities in the clinical setting.Communicate effectively with family/staff/peers able to self reflect and make changes necessary for growth	Review of desired outcome Pre-conference Pep talk Checking for readiness Appropriate patient info/prep work done Review rubric for expected outcomes Background knowledge probe Written exam Lecture Quiz Angel Reading/Writing Assignments Computer module quizzes Instructor assessment Observation by instructor/staff/peers/family Assessments/instructor Self-assessmentpost clinical Reflection/journal Individual conference Return assignments	Interactive Lectures small group Quiz Games Case study Presentations Assigned readings Guest speakers Lab activities/practice Technologies Institute (ATI) data: Lecture/Large Group Discussion- Internet Links/Assignments: Practice Quizzes: